Alla ricerca di basi scientifiche per una didattica della matematica adatta ai DSA

8/10/2019 Alla ricerca di basi scientifiche per una didattica della matematica adatta ai DSA

http://slidepdf.com/reader/full/alla-ricerca-di-basi-scientifiche-per-una-didattica-della-matematica-adatta 1/83

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performing mental

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keeping track of steps

! interpreting and using spatial

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! recognizing symbols!

performing written calculation

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! interpreting and constructinggraphs and tables

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complex procedures

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dell’insegnante

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svelta

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Diffidate da chiunque vi promette qualcosa del genere!

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Nel 1880 studi di Galton hanno indicato che molte personeoccidentali si rappresentano i numeri in un modo stabile su

uno spazio interno bidimensionale, organizzati lungo linee

dei numeri idiosincratiche.

Alcuni individui vi associano anche

una serie di caratteristiche visuo-spaziali associate alle informazioni

numeriche, come il colore o la

brillantezza che variano a seconda

delle configurazioni della sequenza di

numeri.

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L’idea di Galton ha trovato conferma in studi successivi in

cui venivano messi in relazione il processamento di numerie quello dello spazio (per esempio, Piazza, Pinel, &

Dehaene, 2006; Seron, Pesenti, Noël, Deloche, & Cornet,

1992).

Effetto SNARC(Spatial Numerical Association of Response Codes): un

effetto del comportamento in esperimenti classici per

documentare “l’effetto dello spazio” nella rappresentazione

dei numeri (Dehaene, Bossini, & Giraux,

1993).

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` ,13(%& ( "7 @0#?&7Effetto SNARCIl soggetto deve decidere se il numero è pari o dispari

usando la mano destra in un caso e sinistra nell’altro.Nel diagramma sono riportate le differenze dei tempi di

risposta tra la mano destra e sinistra (i valori maggiori di 0

indicano un vantaggio della mano sinistra).

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` ,13(%& ( "7 @0#?&7Effetto SNARCIn generale si ha un vantaggio nel tempo di risposta della

mano destra per numeri grandi e nella sinistra per numeripiccoli. L’effetto si ha in compiti di confronto di numeri,

giudizio di parità/disparità, e ordinamento (de Hevia, et al.,

2008; Dehaene, et al., 1993; Hubbard, et al., 2005).

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` ,13(%& ( "7 @0#?&7Compiti di BisezioneQuando si chiede al soggetto di indicare il punto medio si

un segmento costituito di numeri piccoli, il soggetto sceglieun punto a sinistra del vero punto medio se i numeri sono

piccoli e a destra del reale punto medio se i numeri sono

grandi (Calabria & Rossetti, 2005; Fischer, 2001).

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` ,13(%& ( "7 @0#?&7Bias attentivoQuando si presenta al soggetto un numero mentre fissa

uno schermo, automaticamente avviene uno shift diattenzione verso la destra o la sinistra del numero (sullo

schermo) che porta a risposte più rapide a stimoli

presentati in queste zone.

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2 3 41 5 6 87 9

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Questa è la forma a cui miriamo culturalmente (e

matematico), con la possibilità di estenderla ai numerinegativi, ai razionali e agli irrazionali...

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` ,13(%& ( "7 @0#?&7

Questa è la forma a cui miriamo culturalmente (e

matematico), con la possibilità di estenderla ai numerinegativi, ai razionali e agli irrazionali...

3

2 †

:J

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i !!



...ma attenzione!!La Linea (mentale) dei Numeri

Punto di vista culturale o innatista?

Alcuni riferimenti

Nuñez R. (2011), No Innate Number Line in theHuman Brain, Journal of Cross-Cultural Psychology,

42(4) 651-668.e altri articoli nello stesso numero (Maggio 2011)della rivista.

Journal of Cross-Cultural Psychology

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Alla ricerca di basi scientifiche per una didattica della matematica adatta ai DSA

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